The University of Fiji has voiced its support for the Government’s decision to reintroduce the scaling of marks across all national examination levels from 2026, as long as it is an equitable and evidence-based reform that promotes fairness, consistency, and comparability in student assessment outcomes.
The University believes that, normally, scaling, if applied transparently and scientifically, enhances the credibility of national examinations and ensures that all students, regardless of their school location or resources, are assessed on a common and equitable basis.
The University of Fiji Vice-Chancellor, Professor Shaista Shameem, said that while the topic of scaling in education remains a complex and often debated issue, it is important to approach it with both academic integrity and compassion for students’ diverse learning abilities.
“I have myself always personally opposed scaling as a learning methodology because I have felt that scaling merely hides the fact that there are no universally agreed concepts of academic success and academic failure,’ she said.
Professor Shameem said she does not believe that there is anything such as ‘failure’ especially when it comes to young minds. ‘Everyone is worthwhile in my books and if schooling does not suit some people, as long as they receive an education, I support responsible choices in learning,’ she said.
Nevertheless, Professor Shameem said her academic staff at the University had convinced her that the University should support the Education Ministry’s scaling policy as long as it was carried out with checks and balances in place, and by providing the University’s own guidelines to the Ministry, she said.
Elaborating on the academic and technical principles behind scaling, Associate Professor and the Head of the Science Department in the School of Science and Technology, Dr. Ramendra Prasad, explained that scaling is a statistical process used to transform raw marks from different examinations or subjects onto a common metric.
“Scaling is not about inflating or reducing marks,” Dr. Prasad said. “It compensates for inherent differences in exam difficulty, teacher instruction, and marking approaches, ensuring that all student performances are assessed fairly across subjects, schools, and years.”
He said that national examinations involve large cohorts of students and multiple markers across Fiji, which inevitably introduces small variations that scaling helps to correct. This process allows tertiary institutions and employers to make more equitable decisions about admissions, scholarships, and placements.
He also highlighted that transparency and consistency are essential to maintaining public confidence in the system.
“The integrity of the scaling process lies in its transparency and technical accuracy,” he said. “Student rankings must remain intact, high achievers should not be penalised, and low achievers should not be unduly advantaged. A zero should remain zero, and a perfect score should remain perfect.”
He added that well-designed scaling systems use standardised statistical models, such as the normal distribution, to ensure that exam results can be compared objectively across different subjects and years.
The University further noted that scaling supports Fiji’s long-term educational goals by encouraging students to take up challenging subjects such as science, technology, engineering, mathematics (STEM), computer studies, and commerce fields critical for national development and economic competitiveness.
While acknowledging ongoing public discussion, The University of Fiji maintains that scaling, when implemented with rigour, transparency, and consistency, strengthens the credibility of Fiji’s education system and promotes equal opportunity for all learners.
The University of Fiji remains committed to supporting education policies that are grounded in research, fairness, and international best practice.
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